These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

115 related articles for article (PubMed ID: 1247042)

  • 21. Incidental learning of secondary attentional cueing.
    Navon D; Kasten R
    Acta Psychol (Amst); 2008 Feb; 127(2):459-75. PubMed ID: 17927945
    [TBL] [Abstract][Full Text] [Related]  

  • 22. An analysis of error-correction procedures during discrimination training.
    Rodgers TA; Iwata BA
    J Appl Behav Anal; 1991; 24(4):775-81. PubMed ID: 1797779
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Investigating the time course of tactile reflexive attention using a non-spatial discrimination task.
    Miles E; Poliakoff E; Brown RJ
    Acta Psychol (Amst); 2008 Jun; 128(2):210-5. PubMed ID: 18262498
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Word frequency and pronunciation and the verbal-discrimination learning of nonretarded and retarded children.
    Libkuman TM
    Am J Ment Defic; 1972 Nov; 77(3):322-7. PubMed ID: 4659433
    [No Abstract]   [Full Text] [Related]  

  • 25. The differences in learning abilities between spontaneously hypertensive (SHR) and Wistar normotensive rats are cue dependent.
    Lukaszewska I; Niewiadomska G
    Neurobiol Learn Mem; 1995 Jan; 63(1):43-53. PubMed ID: 7663879
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Discrimination training on the identification of reversible letters by EMR adolescents.
    Evans RA; Bilsky L
    Am J Ment Defic; 1972 Sep; 77(2):169-74. PubMed ID: 5081084
    [No Abstract]   [Full Text] [Related]  

  • 27. Letter cues vs. configuration cues as aids to word recognition in retarded and nonretarded children.
    Vandever TR; Neville DD
    Am J Ment Defic; 1974 Sep; 79(2):210-3. PubMed ID: 4414085
    [No Abstract]   [Full Text] [Related]  

  • 28. Effects of verbal rehearsal on discrimination learning in moderately retarded and nursery-school children.
    Lobb H
    Am J Ment Defic; 1975 Jan; 79(4):449-54. PubMed ID: 1115104
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Pretraining retarded and intellectually average children for visual discrimination: nonreward vs. reward.
    Lobb H
    Am J Ment Defic; 1972 Jul; 77(1):59-68. PubMed ID: 5052428
    [No Abstract]   [Full Text] [Related]  

  • 30. Separating cue encoding from target processing in the explicit task-cuing procedure: are there "true" task switch effects?
    Arrington CM; Logan GD; Schneider DW
    J Exp Psychol Learn Mem Cogn; 2007 May; 33(3):484-502. PubMed ID: 17470002
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Nonenculturated orangutans' (Pongo pygmaeus) use of experimenter-given manual and facial cues in an object-choice task.
    Byrnit JT
    J Comp Psychol; 2004 Sep; 118(3):309-15. PubMed ID: 15482058
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Stimulus factors in skill training of retarded adolescents on a complex assembly task: acquisition, transfer, and retention.
    Gold MW
    Am J Ment Defic; 1972 Mar; 76(5):517-26. PubMed ID: 5012132
    [No Abstract]   [Full Text] [Related]  

  • 33. Improving the visual discrimination of mentally retarded children: a training strategy.
    Crawford KA; Siegel PS
    Am J Ment Defic; 1982 Nov; 87(3):294-301. PubMed ID: 7180891
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Automatic attention orienting by social and symbolic cues activates different neural networks: an fMRI study.
    Hietanen JK; Nummenmaa L; Nyman MJ; Parkkola R; Hämäläinen H
    Neuroimage; 2006 Oct; 33(1):406-13. PubMed ID: 16949306
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Effect of small cue-response separation on pattern discrimination in macaques (Macaca fuscata and M. mulatta).
    Yaginuma S; Iwai E
    J Comp Psychol; 1986 Jun; 100(2):137-42. PubMed ID: 3720283
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Orienting of visual attention among persons with autism spectrum disorders: reading versus responding to symbolic cues.
    Landry O; Mitchell PL; Burack JA
    J Child Psychol Psychiatry; 2009 Jul; 50(7):862-70. PubMed ID: 19527316
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Varied environmental conditions and task performance by mentally retarded subjects perceived as distractible and nondistractible.
    Somervill JW; Jacobsen L; Warnberg L; Young W
    Am J Ment Defic; 1974 Sep; 79(2):204-9. PubMed ID: 4416852
    [No Abstract]   [Full Text] [Related]  

  • 38. Experimenter effects on responses to double-entendre words.
    Abramson PR; Handschumacher IW
    J Pers Assess; 1978 Dec; 42(6):592-6. PubMed ID: 739378
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Task switching versus cue switching: using transition cuing to disentangle sequential effects in task-switching performance.
    Schneider DW; Logan GD
    J Exp Psychol Learn Mem Cogn; 2007 Mar; 33(2):370-8. PubMed ID: 17352618
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Effects of structural variations in elaboration on learning by EMR and nonretarded children.
    Turnure JE; Thurlow ML
    Am J Ment Defic; 1975 May; 79(6):632-9. PubMed ID: 1146853
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 6.